ERIC Number: ED407232
Record Type: RIE
Publication Date: 1997
Investigating the Relationship between Procedural and Mathematical Writing Responses.
Johnson, Virginia M.
Researchers have reported that children's writing about mathematical concepts can give teachers valuable insight into students' mathematical understanding. There are, however, factors which place constraints on the adequacy of written products to reveal the quality and degree of children's conceptual understanding. This study examined the relationship between the procedural writing and mathematical writing of third and fourth grade students. Five scripted writing prompts were administered to four classrooms in a suburban elementary school (n=120). Only those responses of children whose parents indicated their approval and who were present for all of the writing samples were considered. Two of these prompts were "domain-free" procedural writing, and three were prompts requesting a response with regard to a mathematical procedure. A significant main effect of general writing ability on the mathematical writing based on the number of words was recorded. The results were examined in terms of the implications for the use of student mathematical writing products as a reflection of mathematical conceptual understanding. Contains 19 references. (Author/PVD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A